Set the frame
- Subject, phase or year group
- Learning outcomes and preferred format
- Accessibility needs and school-specific constraints
- Review requirements and who will use the work
AI-assisted · human-reviewed · for UK schools
Quillattice supports schools with learning content, mathematical data analysis, presentations, visual assets and concise educational video planning.
Start with a teaching question, a set of materials or a school-specific brief. The work is shaped around its subject, intended learners and use.
Four education services
Each service has its own scope. The agreed deliverable describes the work supplied; it does not guarantee a change in attainment or another learner outcome.
Develop explanations, questions, worked examples and classroom-ready resources around the intended subject, phase or year group.
Read about learning contentExplore assessment, learner or programme data, describe visible patterns and explain what the supplied data can support.
Read about mathematical data analysisShape teaching or staff-development presentations with diagrams, charts and graphics that support the subject and purpose.
Read about presentations and visual assetsPlan concise educational videos around one learning idea, with scripts, storyboards and supporting materials.
Read about educational video planningIllustrative learning content
The sample pairs a short algebra problem with a worked method and a check question. It is a proposed example, not a school-specific curriculum mapping or a tested classroom resource.
Inspect the full sample portfolioA proposed KS3 algebra example
A ribbon is 20 cm long. Set aside 5 cm. Cut the rest into 3 equal pieces. How long is each piece?
3x + 5 = 20
Try one: solve 4x + 3 = 19.
Proposed KS3 algebra example. Founder review is pending; no pupil use is recorded.
School context first
Work can be framed around the details your team already uses to plan teaching and review materials.
AI-assisted · human-reviewed
AI supports exploration and drafting. Mathematical judgement, classroom context and human review shape the deliverables before they are shared.
The founder holds a BSc in Mathematics from Loughborough University and a PGCE in Mathematical Education from the University of Leicester. He teaches Maths in a secondary school and has experience with higher-attaining pupils, Further Mathematics and UKMT Mathematical Challenges.
A good place to begin
The project brief helps set out the audience, context and preferred format. Choose “School” when the form asks what kind of organisation you are.